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Authors: Tommy Sharkey 1 ; 2 ; Robert Twomey 1 ; 3 ; Amy Eguchi 4 ; Monica Sweet 5 and Ying Wu 6

Affiliations: 1 Arthur C. Clarke Center for Human Imagination, University of California San Diego, U.S.A. ; 2 Design Lab, University of California San Diego, U.S.A. ; 3 Johnny Carson Center for Emerging Media Arts, University of Nebraska Lincoln, U.S.A. ; 4 Department of Education Studies, University of California San Diego, U.S.A. ; 5 Center for Research on Educational Equity, Assessment, and Teaching Excellence, University of California San Diego, U.S.A. ; 6 Swartz Center for Computational Neuroscience, University of California San Diego, U.S.A.

Keyword(s): Visualization, Collaborative and Social Computing, Interaction Design, K-12 Computer Science Education, Embodiment, Augmented Reality, Virtual Reality, Computer Science Educational Technology, Visual Programming.

Abstract: Eight middle- and high-school Computer Science (CS) teachers in San Diego County were interviewed about the major challenges their students commonly encounter in learning computer programming. We identified strategic design opportunities that is, challenges and needs that can be addressed in innovative ways through the affordances of Augmented and Virtual Reality (AR/VR). Thematic Analysis of the interviews yielded six thematic clusters: Tools for Learning, Visualization and Representation, Pedagogical Approaches, Classroom Culture, Motivation, and Community Connections. Within the theme of visualization, focal clusters centered on visualizing problem spaces and using metaphors to explain computational concepts, indicating that an AR/VR coding system could help users to represent computational problems by allowing them to build from existing embodied experiences and knowledge. Additionally, codes clustered within the theme of learning tools reflected educators’ preference for web-bas ed IDEs, which involve minimal start-up costs, as well as concern over the degree of transfer in learning between block- and text-based interfaces. Finally, themes related to motivation, community, and pedagogical practices indicated that the design of an AR coding platform should support collaboration, self-expression, and autonomy in learning. It should also foster self-efficacy and learners’ ability to address lived experience and real-world problems through computational means. (More)

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Paper citation in several formats:
Sharkey, T.; Twomey, R.; Eguchi, A.; Sweet, M. and Wu, Y. (2022). Need Finding for an Embodied Coding Platform: Educators’ Practices and Perspectives. In Proceedings of the 14th International Conference on Computer Supported Education - Volume 1: CSEDU, ISBN 978-989-758-562-3; ISSN 2184-5026, pages 216-227. DOI: 10.5220/0011000200003182

@conference{csedu22,
author={Tommy Sharkey. and Robert Twomey. and Amy Eguchi. and Monica Sweet. and Ying Wu.},
title={Need Finding for an Embodied Coding Platform: Educators’ Practices and Perspectives},
booktitle={Proceedings of the 14th International Conference on Computer Supported Education - Volume 1: CSEDU,},
year={2022},
pages={216-227},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0011000200003182},
isbn={978-989-758-562-3},
issn={2184-5026},
}

TY - CONF

JO - Proceedings of the 14th International Conference on Computer Supported Education - Volume 1: CSEDU,
TI - Need Finding for an Embodied Coding Platform: Educators’ Practices and Perspectives
SN - 978-989-758-562-3
IS - 2184-5026
AU - Sharkey, T.
AU - Twomey, R.
AU - Eguchi, A.
AU - Sweet, M.
AU - Wu, Y.
PY - 2022
SP - 216
EP - 227
DO - 10.5220/0011000200003182